NAEYC Accreditation Paper

Jocelyn Dominguez

Salt Lake Community College

FHS 2620 Creative Learning

Sharlie Barber

May 04, 2021

Standard 1: The program promotes positive relationships between all children and adults to

encourage each child’s sense of individual worth and belonging as part of a community and

to foster each child’s ability to contribute as a responsible community member.

Children's social interactions will help them to know themselves and have a strong sense

of identity. The role they have in the home, the roles they play when they are with family or

friends, all are important.Young children are very sensitive observers of other people and are

continually making connections between the way they see how others behave and their feelings

or states of mind. At the same time, these observations help children to understand their own

feelings and mental states, thus building their sense of identity.Early childhood is the period in

which the most intense socialization process takes place, when the child's

The socialization process takes place when the human being has the greatest capacity to learn.

learning. Although it is clear that family educational practices have a decisive influence on

personal development, it is also clear that the family's educational practices have a decisive

Although it is clear that family educational practices have a decisive influence on the personal

development of children, such influences are neither simple, nor are they the only ones that can

be are not simple, nor are they the only ones that contribute to the construction of children's

development. development. Through socialization, the individual incorporates the sociocultural

elements of his or her environment. social and cultural elements of his or her environment and

integrates them into his or her personality in order to adapt to society. Children learn social

skills as they relate to others during play . As a child becomes profi- cient in his social

relationships, he learns to deal with more than one person at a time. As a group participant, he

discovers that not everyone behaves in the same way and that some forms of behavior are not
accept- able ( Mayesky, M., 2015, Creative Activities and Curriculum for Young Children,

Cengage, Stamford CT)

Standard 2:The program implements a curriculum that is consistent with its goals for children

and that promotes learning and development in each of the following areas: social, emotional,

physical, language, and cognitive.

The curriculum is the essence of the educational institution, it guides our steps towards

what we want to do and how to do it, it answers questions such as who to teach, what do we

teach for, what do we teach, when, and what, how and for what do we evaluate? In this sense, the

curriculum provides tools to understand the context, the purposes of education, sequences,
methodological strategies and evaluation processes in an educational institution. The educational

curriculum is very useful to organize and maximize the learning process.

In order to structure it, it is necessary to take into account what should be taught and what

students should learn. The educational curriculum is of great importance, it has to be well

thought out and designed and should never be missing. The curriculum is a guide to the

knowledge and abili- ties that are necessary to develop creative thinking skills. The curriculum

provides the content around which creativity may develop. Each child approaches creative

activities in her or his own unique way presented to the child is the means to creative

development.( Mayesky, M., 2015, Creative Activities and Curriculum for Young Children,

Cengage, Stamford CT)

Examples”

“Child recognizes and names two-dimensional shapes (circle, triangle, square, rectangle).

During the outside time game, James engaged in an activity that consisted of fitting the sacks in
the shape of geometric shapes in the correct place, to which James mentioned " I have more
than 3 tries and I can't get the rectangle is too big".
Standard 3:The program uses a variety of developmentally, culturally, and linguistically
appropriate and effective teaching approaches that enhance each child’s learning and
development in the context of the program’s curriculum goals.

Teaching Staff is a fundamental part of our children's education, through them children learn to

relate to themselves and to society. They not only share their knowledge, but also their way of

being and living in the world, thus transmitting values, aspirations and inspirations. In this way,

their students can build themselves as individuals and also build a good relationship with the rest

of society. In addition, and this is fundamental, they are a protective and supportive figure to

whom children can turn if they have problems with their families or their environment.The

teacher's knowledge of himself/herself, the children and their families will greatly influence the

style he/she determines for his/her professional practice.

style he/she determines for his/her professional practice. In this search process, the model of

vocational teachers can be taken as a reference, but the

The teacher's model of professional training teachers can be taken as a reference, but the

objective is not to repeat it, but rather to be creative in but rather to be creative in establishing his

or her own style, taking into account his or her personality and experience.

and experience. Teaching to enhance creativity has a different focus: the essential creativity is on

the part of the students. If the students developed a new form of crossword puzzle, they would

have the opportunity to exercise creative thinking (Mayesky, M., 2015, Creative Activities and

Curriculum for Young Children, Cengage, Stamford CT)

Standard 4: The program uses a variety of formal and informal assessment approaches to
provide information on children’s learning and development. These assessments occur in the
context of reciprocal communications between teachers and families, and with sensitivity to
the cultural contexts in which children are developing. The program uses assessment results
to inform decisions about the children in their care, to improve teaching practices, and to
drive program improvement.

Progress is a more accurate measure of the ways in which a school is contributing to

student learning. Because students start each year at different levels of knowledge or skills,

measuring development can demonstrate how much the school is contributing to the learning of

each of its students, regardless of whether they are above or below the level of their peers.Each

child has a reservoir of knowledge and skills that is grounded in the lessons he or she has learned

in the past, and students start each year at different academic levels. However, regardless of a

student's starting point, what matters is what the school contributes to each child's learning. By

measuring how much learning students have acquired during the school year, we can get a much

clearer picture of a school's impact. Therefore, a teacher must not only have knowl- edge of

developmental levels but must also tune in to the different levels of each child’s progress in the

four major areas. A child’s ability is closely related to his or her level of development. If a
teacher understands this, failure and frustration can be avoided when planning creative

activities. Answers to the following questions can help adults better understand and work with a

young child ( Mayesky, M., 2015, Creative Activities and Curriculum for Young Children,

Cengage, Stamford CT).

Examples:

“ Griffin is very tenacious in achieving his goals, he tries and tries again and again to achieve

his goal, he discovers and looks for alternative ways to achieve it. The concern I have is the way

he relates to his classmates in class. The few times he tries to play with his teammates are

through pretend play, where he compacts with others but not in a conversational way, he plays

his game within another game.”

“I have been able to observe that throughout the 6 weeks, Griffin has evolved in his social

environment, he has developed friendships with several of his classmates, sharing conversations

with them, dramatic play and motor games, helping his introverted personality to change to a

more extroverted one”

Standard 5:The program promotes the nutrition and health of children and protects children
and staff from illness.
Educational centers are the most suitable place to reach the child population and it is in

the school education stage when the main habits of future adult life are established. At school, in

addition to academic knowledge, the promotion of healthy lifestyles should be encouraged, since

it is at school age when behaviors that will always accompany us are acquired.

The training of our schoolchildren in healthy hygienic habits will result in the improvement of

their future health. We have to teach them to know the importance of taking care of their teeth.

The promotion of a healthy diet and regular physical activity will facilitate the prevention of

obesity and other chronic diseases such as diabetes.

One of the keys to the quality of children’s emotional health is how they feel about themselves.

Creative play activities help a child develop a positive self- concept. In play activities, there are

no right or wrong answers. Children are not faced with the threat of fail- ure. They learn to see

themselves as capable perform- ers. Even when things do not go well, there is little pressure

built into play. Thus, young children learn to view themselves as successful and worthwhile

human beings through creative play. This is an important first step in developing a positive self-

concept. (Mayesky, M., 2015, Creative Activities and Curriculum for Young Children, Cengage,

Stamford CT )

Examples:

Standard 6:The program employs and supports a

teaching and administrative staff that have the qualifications, knowledge, and professional
commitment necessary to promote children’s learning and development and to support
families’ diverse needs and interests.
The importance of the preparation of the team, teachers and support are the pillars of the

foundation of the institution where children are provided help to develop properly, providing

support when the child needs to cope with an aspect that causes a negative impact on their life or

development. Having an adequate program and proper preparation is reflected in the skills of
teachers to teach, achieving a fluid environment, full of knowledge as well as achieving an

important link with students that will lead the process of growth, development in the areas of

learning in a positive way, this through communication, interactions. Occasionally, children may

experience challenges during transitions when they do not understand expectations or if

program staff is inconsistent in the structure or the implementation of transitions (Mayesky, M.,

2015, Creative Activities and Curriculum for Young Children, Cengage, Stamford CT)

Examples:

“This semester we created a preparation and support from the teachers to us students, such as

guidance in the development of lesson plans. The functioning of the lesson plan consisted in the

elaboration of activities that would help guide the child towards the development of their skills

in different learning areas. For this elaboration we had the help of the lab coordinator and the

teacher of class 2620 to give us correct knowledge about how to elaborate, design, apply and

evaluate”

“"The support to lead the organization within the classroom is measured in the teamwork that

was created between the coordinator, 2620 class teacher and the assigned classroom teachers

during the semester, in this way they helped guide me at the time to lead the class with

constructive comments."

Standard 7:The program establishes and maintains collaborative relationships with each
child’s family to foster children’s development in all settings. These relationships are sensitive
to family composition, language, and culture.

The family is the fundamental human group for the growth and integral fulfillment of

individuals and their communities. It is the basic cell of society. It provides the values, beliefs

and ways of being and expressing oneself of the subjects that compose it.The family is the

smallest group unit in society. They are people who are united by ties of consanguinity or legal
aspects, such as adoption or marriage. In it, the affective, nurturing and protective functions of

belonging, identity, transmission of culture and socialization of its members are developed. The

environment in which children are raised is what will determine fundamental emotional aspects

for their entire life and for the healthy development of their personality.

Attracted by powerful imagery and opportunities for play, children recreate their visual world

through drawings, paintings, sculpture, and mixed media. In art, children are encouraged to

pursue their interests, which are frequently influenced by this visual culture. (Mayesky, M.,

2015, Creative Activities and Curriculum for Young Children, Cengage, Stamford CT)

Standard 8:The program establishes relationships with and uses the resources of the
children’s communities to support the achievement of program goals.

The first contact a child has with members of society is with his or her parents. The

socialization process takes place through the institutions that make up society, which is why the

family is the first institution in which a person develops his or her social part, which happens

from the moment of birth.

The child's behavior is molded according to his contact with the rest of the social

institutions. Although parents are the first agents of education, the rest of the family also exerts

great influence on the child's behavior. Everything the child appropriates is generated from what

he or she observes. What their parents or family members perform day by day, will be learned by
the child and through example, he/she will develop his/her own personality. Another institution

that influences an infant is the school. It is there where the first interpersonal bonds are created,

since friendships are formed due to the fact that several elements are shared, such as age,

interests, socio-cultural level, etc. It is vital then that early childhood teachers model various

dispositions such as caring, cooperation, and authenticity so that our children may become

positive contributors to society(Mayesky, M., 2015, Creative Activities and Curriculum for

Young Children, Cengage, Stamford CT).

Standard 9:The program has a safe and healthful environment that provides appropriate and
well maintained indoor and outdoor physical environments. The environment includes
facilities, equipment, and materials to facilitate child and staff learning and development.
Teachers should design the environment by arranging its spaces, furnishings, and materials to

maximize learning opportunities and participation for each child. It is important to emphasize

that the environment and its materials are accessible to all. Creating this accessibility might

involve providing books at different reading levels, placing materials within easy reach on a

bookshelf, or creating ample space for a child who uses a wheelchair to maneuver around the

classroom. Teachers must ensure that young children with disabilities can access and fully
participate in learning experiences. In the classroom, the sense of space is created by placement

of the furniture and equipment. Group similar furniture together to enhance the spa- cious feel

of the room. Keep colors of furniture, such as shelving, as natural and neutral as possible

(Mayesky, M., 2015, Creative Activities and Curriculum for Young Children, Cengage,

Stamford CT)

Standard 10:The program effectively implements policies, procedures, and systems that
support stable staff and strong personnel, fiscal, and program management so all children,
families, and staff have high-quality experiences.

With leadership and management, certain strategic actions can be taken so that the educational

institution, be it a school, university or institute, works in line with the same quality objective.

The leadership exercised by managers must be focused on the search for constant improvement

in the quality of education provided in the educational institution under their command. For this

reason, their management requires strategic actions for the fulfillment of clear objectives in this

regard. It is about turning the school or educational institution into an entity based on an
organizational culture of quality, developing a sense of belonging and rootedness towards this

organizational culture by the entire school group. In this way, actions, skills and practices evolve

naturally towards the fulfillment of the goals previously established by the educational leader or

director. As with all displays, it is important to know your school’s policies about the types of

adhesives allowed. Hot glue has a tendency to peel paint, low-temperature glue guns may not

work on some surfaces, and double-sided tape can leave a residue. (Mayesky, M., 2015,

Creative Activities and Curriculum for Young Children, Cengage, Stamford CT).

Examples:

“During the semester the rules and accountability of the facility were noted, due to COVID19

compliance rules were established for entry to the areas of the site in this way the interests of the

facility were seen as the welfare of providing a safe and stable education."

References:

VitalSource Bookshelf Online. (n.d.). Bookshelf.vitalsource.com. Retrieved May 5, 2021,

from https://bookshelf.vitalsource.com/#/books/9781285965611/cfi/147